Abstract
Nursing students experience high levels of stress while enrolled in baccalaureate nursing programs. Research has focused on the contributors of stress such as the responsibilities of patient care, the overwhelming amount of information, high stakes methods of evaluation, and rigorous course schedules. Little research has been found on the personal experiences as told by the nursing students, the challenges they experience, and the support networks they utilize in order to progress. The purpose of this grounded theory study was to describe and explain the experiences of pre-licensure baccalaureate nursing students as they progressed in a nursing program. A second purpose was to describe the coping strategies nursing students used to adjust to the stressors of nursing education and college life.
Sigma Membership
Upsilon Alpha
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Grounded Theory
Research Approach
Qualitative Research
Keywords:
Nursing Students, Professional Identity, Educational Experiences, Nursing Education, Stress Levels
Advisor
Barbara Patterson
Second Advisor
Mary Baumberger-Henry
Third Advisor
Lori Simmons
Degree
PhD
Degree Grantor
Widener University
Degree Year
2013
Recommended Citation
Goodolf, Dawn M., "Growing a professional identity: A grounded theory of the educational experience of baccalaureate nursing students" (2021). Dissertations. 37.
https://www.sigmarepository.org/dissertations/37
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-12-03
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3570584; ProQuest document ID: 1420357426. The author still retains copyright.